Part 2: Best Practices for Working with Young Children on the Autism Spectrum with Limited Language

This workshop builds on Part 1 by shifting focus from communication foundations to scaffolding and supporting social-emotional and academic readiness skills in young children with limited language. Participants explore strategies for fostering age-appropriate social development, including play-based routines that encourage turn-taking, imitation, and social awareness. The workshop highlights the effective use of visual supports to structure learning and reinforce communication. Attendees leave with practical resources and strategies that can be immediately integrated into classroom practice.

• Limited opportunities for children with Autism and limited language to develop social-emotional competencies alongside academic readiness.
  
  
• Teacher uncertainty in effectively using visual supports and structured routines for learning.
  
  
• Difficulty engaging minimally verbal children in peer interaction, play, and collaborative learning activities.
  
  
• Need for practical strategies to generalize skills across daily classroom routines.

1. Scaffolding Social and Academic Skills
   Participants will learn to design and implement instructional supports that foster children’s social-emotional growth and academic readiness, including structured opportunities for interaction and play.
   
   
2. Utilizing Visual Supports Effectively
   Educators will gain hands-on strategies for using visual aids to guide learning, communication, and behavior, making classroom routines more accessible for children with limited language.
   
   
3. Embedding Social Skills into Daily Routines
   Attendees will practice integrating activities such as turn-taking, imitation, and social awareness into classroom structures, ensuring that skill development is reinforced naturally throughout the school day.